RJ03-Reflective Journal Entry 3- Assessment - Due Saturday, March 13, 2011
Identify a GSE and create a learning performance that combines evidence of understanding a critical concept with writing a good scientific explanation for a topic in your next unit. Provide a link in your description to the appropriate GSE.
Create a specific rubric for this scientific explanation.
Describe a difficulty or misconception that this activity might surface.
Describe you might use this assignment to provide formative feedback to your students.
GSE: PS3 (5-8) SAE+INQ – Experiment, observe, or predict how energy might betransferred by means of waves.
PS3 (5-6) - LA Students demonstrate anunderstanding of waves by
LAa.investigate how vibrations in materials (e.g. pebble in a pond, jump rope, slinky) set up wavelike disturbances that spread away from the source
Learning performance:
Students will be given material to gather evidence which makes connections between volume and the characteristics of a wave. The material they will be given is wooden sticks in which they will tap first and record their observations. Then they will whack the sticks on the table with more tension in the stick and record observations. Through this experiment students will identify that the louder a sound is the more energy there is in the wave of the the sound and therefore the larger the amplitude of the wave is. The students will be writing a paragraph which includes a claim, evidence and reasoning for the experiment.
Rubric:
0 points
1points
2 points
Claim
Does not make a claim
Makes an accurate but incomplete claim
Makes an accurate and complete claim
Evidence
Does not provide evidence or the evidence provided is inappropriate to the claim
Provides evidence but does not provide enough to support the claim
Provides appropriate and sufficient evidence
Reasoning
Does not provide reasoning or the reasoning does not link the evidence to the claim
Provides reasoning but the evidence is not sufficient to support the claim
Provides reasoning that makes a link between evidence and claim
Misconception that might surface:
Some might think that the volume is the pitch of the sound. Pitch is how high or low a sound is. It has to do with the vibration rate of the sound wave which deal with the frequency of the wave. Volume is the loudness and softness of the sound. Volume concerns the amount of energy that is travelling in the wave. An increase in energy would would increadse the amplitude of the wave.
There is another misconception that could surface and that is the idea that the amplitude of a wave is the height of the wave from crest to trough. The amplitude is the distance from the resting point to the crest or from rest to the through. Students seem to have a hard time understanding the difference between the two.
Formative feedback:
I would have the students exchange papers with in a group of 3 or 4 and have them correct each others paragraphs with the rubric. I would allow the students to rewrite the paragraphs with corrections and hand in the rough and final draft to me to be graded. I will grade them using the same rubric.
RJ03-Reflective Journal Entry 3- Assessment - Due Saturday, March 13, 2011
GSE:
PS3 (5-8) SAE+INQ –
Experiment, observe, or predict how energy might be transferred by means of waves.
PS3 (5-6) - LA
Students demonstrate an understanding of waves by
LAa. investigate how vibrations in materials (e.g. pebble in a pond, jump rope, slinky) set up wavelike disturbances that spread away from the source
Learning performance:
Students will be given material to gather evidence which makes connections between volume and the characteristics of a wave. The material they will be given is wooden sticks in which they will tap first and record their observations. Then they will whack the sticks on the table with more tension in the stick and record observations. Through this experiment students will identify that the louder a sound is the more energy there is in the wave of the the sound and therefore the larger the amplitude of the wave is. The students will be writing a paragraph which includes a claim, evidence and reasoning for the experiment.
Rubric:
Misconception that might surface:
Some might think that the volume is the pitch of the sound. Pitch is how high or low a sound is. It has to do with the vibration rate of the sound wave which deal with the frequency of the wave. Volume is the loudness and softness of the sound. Volume concerns the amount of energy that is travelling in the wave. An increase in energy would would increadse the amplitude of the wave.
There is another misconception that could surface and that is the idea that the amplitude of a wave is the height of the wave from crest to trough. The amplitude is the distance from the resting point to the crest or from rest to the through. Students seem to have a hard time understanding the difference between the two.
Formative feedback:
I would have the students exchange papers with in a group of 3 or 4 and have them correct each others paragraphs with the rubric. I would allow the students to rewrite the paragraphs with corrections and hand in the rough and final draft to me to be graded. I will grade them using the same rubric.